Overview of 2016 Accountability€¦ · TETN Videoconference #36664| April 21, 2016 Texas Education...

TETN Videoconference #36664| April 21, 2016

Texas Education Agency Assessment and Accountability Performance Reporting

Overview of 2016 Accountability

2

Performance Index Framework

Student Achievement

Index I

Student Progress

Index 2

Closing Performance

Gaps

Index 3

Postsecondary Readiness

Index 4

Accountability System

3

Key Topics for 2016 Accountability

Issue

Changes affecting all four performance indices

Final Decision

The phase-in passing standards have been replaced with a standard progression approach, which will begin in 2015–16 and continue until 2021–22, the year final Level II standards are scheduled to be in place.

The 2016 accountability system will include the performance results for grades 3–8 mathematics, including progress measure results for grades 3–8 where applicable. The student performance standard for grades 3–8 mathematics will be the 2015–16 standard.

Texas Education Agency | Assessment and Accountability | Performance Reporting

4


Issue

The inclusion of the STAAR Accommodated and STAAR Alternate 2 results

Final Decision

STAAR A results will be included in all indices. STAAR Alt 2 results will be included in Index 1, Index 2, and Index 3.

The inclusion of STAAR A and STAAR Alt 2 results encourages districts to administer the appropriate assessments to students with disabilities regardless of the impact on state accountability ratings.


5


Issue

Inclusion of ELLs in Index 1

Final Decision

Years in U.S.

Schools

STAAR and STAAR A Tests

STAAR-L TestsSTAAR Alternate

2 Tests

ELLs receiving

Bilingual Education

or ESL Instructional

Services

ELL Parental

Denials or ELL

progress

measure plan

exceeders

First year of enrollment

in U.S. schools Not Included Not Included Not Included

STAAR Level II

Standard

Second through fourth

year of enrollment in U.S.

schools

Spanish

STAAR 2016 Level II

Standard

English

ELL Progress Measure

STAAR 2016 Level II

Standard

ELL Progress

Measure

STAAR Level II

Standard

Fifth year or more of

enrollment in U.S.

schools

STAAR 2016 Level II

Standard

STAAR 2016 Level II

Standard Not Included

STAAR Level II

Standard


6


Issue


Final Decision

Years in U.S.

Schools



2 Tests

ELLs receiving

Bilingual

Education or ESL

Instructional

Services

ELL Parental

Denials or ELL

progress measure

plan exceeders



Student Progress

Measure


year of enrollment in

U.S. schools

Student Progress

Measure

Student Progress

Measure

Student Progress

Measure

Student Progress

Measure


enrollment in U.S.

schools

Student Progress

Measure

Student Progress

Measure

Student Progress

Measure

Student Progress

Measure


7


Issue


Final Decision

Years in U.S.

Schools



2 Tests

ELLs receiving

Bilingual Education


Services

ELL Parental

Denials or ELL

progress

measure plan

exceeders



STAAR Level II

Standard and Level III



schools

Spanish

STAAR 2016 Level II

standard and Level III

English

ELL Progress Measure

and STAAR 2016 Level II

Standard

STAAR 2016 Level II

Standard and Level

III

Not Included STAAR Level II



enrollment in U.S.

schools

STAAR 2016 Level II


STAAR 2016 Level II

Standard and Level

III

Not Included STAAR Level II



8


Issue


Final Decision

Years in U.S.

Schools

STAAR and STAAR A Testers

STAAR-L

Testers

STAAR Alternate

2 Testers

ELLs receiving

Bilingual Education


Services

ELL Parental

Denials or ELL

progress

measure plan

exceeders


in U.S. schools Not Included Not Included Not Included Not Included



schools

Spanish

STAAR Final Level II

(Spanish test versions on

any subject)

English

(Not tested on any

Spanish versions)

Not Included

STAAR Final Level II Not Included Not Included


enrollment in U.S.

schools

STAAR Final Level II STAAR Final Level II Not Included Not Included


9


Issue

Ratings criteria

Final Decision

For 2016 accountability, districts and campuses must meet three out of four performance index targets. To receive a Met Standard or Met Alternative Standardrating, a district or campus must meet the target on each index for which it has performance data for evaluation.

Because the progress measure for STAAR A and STAAR Alt 2 will be included for the first time, it is difficult to anticipate how this will affect the Index 2 outcomes. In addition, this addresses the concern with the limited availability of progress measures on the EOC assessments.

Index 1 or Index 2 and Index 3 and Index 4


10


Issue

Graduation Plan Component and Foundation High School Plan Transition

Final Decision

For 2016 accountability, two diploma-plan rates will be calculated as shown below; the one that gives the district or campus the most points for the graduation plan component of Index 4 will be used.

(RHSP + DAP)

Calculation that Excludes FHSP Students: _____________________________

(MHSP + RHSP + DAP)

(RHSP + DAP) + (FHSP-E + FHSP-DLA)

Calculation that Includes FHSP Students: _____________________________

(MHSP + RHSP + DAP) + (FHSP + FHSP-E + FHSP-DLA)

Notes: FHSP: Foundation High School Program (FHSP) without endorsement FHSP-E: FHSP with endorsement and no Distinguished Level of Achievement FHSP-DLA: FHSP with endorsement and Distinguished Level of Achievement


11


Issue

TSI portion of postsecondary component

Final Decision

It will include the results of the Texas Success Initiative (TSI) assessment in the postsecondary component and give credit for every student who

Meets the TSI requirement in reading on the TSI assessment, SAT, or ACT

and

Meets the TSI requirement in mathematics on the TSI assessment, SAT, or ACT

A student must meet the TSI requirement for both reading and mathematics but does not necessarily need to meet them on the same assessment.

Meeting the TSI requirement in writing on the TSI assessment or ACT will not be used for accountability in 2016 but will be reported.


12


Issue

Calculation of postsecondary component of Index 4

Final Decision

With the inclusion of the TSI results, the postsecondary component evaluated in 2016 accountability for the 2014–15 graduates is as shown below:

graduates meeting TSIcriteria in both

ELA/readingand mathematics (TSI,

SAT, or ACT)

or

graduates who completed and

earned credit for at least two

advanced/dual-credit courses in the current

or prior school year

or

graduates who were enrolled in a coherent

sequence of CTE courses as part of a four-year plan of study to take two or more CTE courses for three or

more credits

Number of annual graduates


Index 1: Student Achievement

13

Index 1: Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students.

Subjects evaluated: English language arts/reading, mathematics, writing, science, and social studies, combined over all subject areas

Student Group: All Students, including ELLs as indicated on slide 5

Performance Standards: Level II Satisfactory Standard


14

Index 1: Student Achievement

Construction: Since Index 1 has only one indicator, the total index points and index score are the same: Index Score = Total Index Points. Total index points is the percentage of assessments that meet the Level II Satisfactory Standard.

Each percentage of students meeting the Level II Satisfactory Standard contributes one point to the index. Index scores range from 0 to 100 for all campuses and districts.

STAAR

PerformanceReading Math Writing Science

Social

StudiesTotal

% Met

Level II

Satisfactory

Standard

Index

Points

# Level II

Satisfactory

Standard

551 + 534 + 27 + 143 + 87 = 1,342

44% 44

Total Tests 984 + 988 + 353 + 354 + 356 = 3,035

Index 1: Score 44


15

Index 1: Student Achievement 2015 & 2016

2015 2016

Index 1 Target: 60 Index 1 Target: 60

All Student Groups and all tests combined

o Grades 3–8 mathematics excluded

o STAAR A and STAAR Alt 2 for all grades and

subjects excluded

All Student Groups and all tests combined

o Grades 3–8 mathematics included


subjects included

Performance standard: Phase-in 1 Level II (Satisfactory) Performance standard: Level II Satisfactory Standard

STAAR EOC Assessments (5 tests):

o English l

o English II

o Algebra l

o Biology

o U.S. History

No change

Substitute assessments for STAAR EOC tests are included No change


16

Index 2: Student Progress

Index 2: Student Progress provides an opportunity for districts and campuses to receive credit for improving student performance independent of overall student achievement.

Subjects evaluated: Progress outcomes for reading and mathematics assessments only

Student Group: All Students, students served by special education, ELL students identified as LEP or students who are in their first or second years of monitoring after exiting ELL status, and seven racial/ethnic groups

Performance Standards: Level II Satisfactory Standard

Construction: Weighted scores are calculated based on students’ level of performance: one point for each percentage of assessment results that met or exceeded progress measure expectations, one point for each percentage of results that exceeded progress measure expectations aggregated across subjects.


17

Index 2: Student Progress

Weighted Progress

Rate:

All Subjects

AllAfrican

Amer.Hispanic White

American

IndianAsian

Pacific

Islander

Two or

More

Races

Special

EdELL

Total

Points

Max.

Points

Number of Tests: 989 64 828 39 75 819

# Met or Exceeded

Progress732 51 621 28 49 614

# Exceeded Progress 198 16 124 4 4 164

Percent of Tests:

% Met or Exceeded

Progress

74% 80% 75% 72% 65% 75%

% Exceeded Progress 20% 25% 15% 10% 5% 20%

All Subjects Weighted

Progress Rate94 105 90 82 70 95 536 1200

Total 536 1200

Index 2: Score (total points divided by maximum points) 45


18

Index 2: Student Progress 2015 & 2016

2015 2016

Index 2 Target: Based on 5th percentile of Index 2 outcomes

based on the 2015 performance results by campus type:

elementary, middle, or high school. Targets for districts

based on 5th percentile of campus performance across

all campus types.

No change

Ten student groups: All Students, seven racial/ethnic groups,

Students with Disabilities, Current and Monitored ELLsNo change

Across all subjects: reading, writing, and mathematics

(Algebra I only for available grades)



subjects excluded

Across all subjects: reading and mathematics only

o Grades 3–8 mathematics included


subjects included

Aggregated weighted score

o One point for each percentage of assessment results that

meet or exceed progress

o One point for each percentage of results that exceed

progress

No change

No change

Progress Measures: STAAR and ELL Progress Measure No change

High schools/K–12 campuses are evaluated on Index 2 No change


1919

Index 3: Closing Performance Gaps

Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups from the prior year.

Please note that for 2016, the results from the 2015 federal system safeguard reports provided to districts in December 2015 will be used to determine the lowest performing racial/ethnic student groups.

Construction: One point is given for each percentage of tests meeting or exceeding the Level II Satisfactory Standard. One point is given for each percentage of tests meeting the Level III Advanced Standard on the STAAR assessment.


2020


STAAR Weighted

Performance Rate

Economically

Disadvantaged

Lowest Performing

Racial/Ethnic Group - 1

Lowest Performing

Racial/Ethnic Group -

2

Total PointsMaximum

Points

Number of Tests 80 40 25

# Level II

Satisfactory Standard and

above80 20 25

# Advanced Standard 40 0 25

% Level II

Satisfactory Standard and

above

100% 50% 100%

% Advanced Standard 50% 0% 100%

Reading Weighted

Performance Rate150 50 200 400 600


21


STAAR Weighted

Performance Rate

Economically

Disadvantaged

Lowest Performing

Racial/Ethnic Group - 1

Lowest Performing

Racial/Ethnic Group -

2Total Points

Maximum

Points

Reading 150 50 200 400 600

Mathematics 125 100 90 315 600

Writing 80 90 125 295 600

Science 120 40 90 250 600

Social Studies 50 40 80 170 600

Total 1430 3000

Index 3: Score (total points divided by maximum points) 48


2222

Index 3: Closing Performance Gaps 2015 & 2016

2015 2016

Index 3 Target:

o District: 28

o Elementary: 28

o Middle School: 27

o High School/K–12: 31

Index 3 Target: Based on 5th percentile of Index 3 outcomes

based on the 2016 performance results by campus type:

elementary, middle, or high school. Targets for districts based

on 5th percentile of campus performance across all campus

types.

By Subject Area: reading, Algebra I, writing, science, and social studies



subjects excluded

By Subject Area: reading, mathematics, writing, science, and

social studies


subjects included

Student Groups:

o Economically Disadvantaged

o Two Lowest Performing Racial/Ethnic Student Groups

No change

Minimum Size Criteria for Racial/Ethnic Student Groups:

1) Identify the Racial/Ethnic student groups that have 25 or more

tests in ELA/Reading and 25 or more tests in mathematics from the

prior year

2) Select the lowest performing student group(s) that meet the above

minimum size based on prior year results for All Subjects.

No change

Points based on STAAR performance:

o Phase-in Satisfactory Standard:

One point for each percentage of tests

o Advanced Standard:


Points based on STAAR performance:

o Level II Satisfactory Standard:


o Advanced Standard:



23

Index 4: Postsecondary Readiness

Index 4: Postsecondary Readiness emphasizes the role of elementary and middle schools in preparing students for the rigors of high school and earning a high school diploma that provides the foundation necessary for success in college, the workforce, job training programs, or the military.

Construction: For non-AEA districts and campuses, Index 4 is based on four components with one exception: when data are missing for any of the three non-STAAR components, it is based solely on the STAAR component.

Index 4 Components Weight

1. STAAR at Postsecondary Readiness Standard 25%

2. Graduation Rate (or Dropout Rate) 25%

3. Graduation Diploma Plan 25%

4. Postsecondary Component: College and Career Readiness 25%


24

Indicator All StudentsAfrican

Amer.

Amer.

India

n

Asian HispanicPacific

IslanderWhite

Two or

More

Races

ELL Special Ed. Total PointsMax.

Points

STAAR Postsecondary Readiness Standard

% Meeting Postsecondary

Readiness Standard29% 16% 40% 23% 38% 36% 182 600

STAAR Postsecondary Readiness Standard: Score (total points divided by maximum points) 30.3

Graduation Rate

4-yr. Graduation Rate 84.3% 78.8% 78.8% 91.6% 86.0% 44.2% 69.8% 533.5 700

5-yr. Graduation Rate 85.1% 78.8% 80.0% 92.1% 84.0% 48.9% 77.5% 546.4 700

Highest Graduation Rate: Score 546.4 700

Graduation Rate: Score (best of total graduation points divided by maximum points) 78.1

Graduation Plan

Longitudinal RHSP/DAP

Rate72.7% 76.4% 83.6% 83.0% 315.7 400

Longitudinal

RHSP/DAP/FHSP E/DLA70.5% 75.4% 81.5% 82.0% 309.4 400

RHSP/DAP: Score (total RHSP/DAP points divided by maximum points) 78.9

Postsecondary Component

College and Career

Readiness82.1% 71.1% 78.2% 89.9% 321.3 400

Postsecondary Component: Score (total points divided by maximum points) 80.3



25

Overall Index Score

Overall Performance Component Score Multiply by Weight of Total Points

STAAR Postsecondary Readiness

Score30.3 X 25% 7.6

Graduation Rate Score 78.1 X 25% 19.5

Graduation Plan Score 81.4 X 25% 20.4

Postsecondary Component Score 80.3 X 25% 20.1

Index 4: Score 68



26

Index 4: Postsecondary Readiness 2015 & 2016

2015 2016

All Components

o Districts: 57 (based on all four components)*

o High Schools/K–12: 57 (based on all four components)*

o Elementary/Middle School: n/a

STAAR Only:

o District: 13

o Elementary: 12

o Middle School: 13

o High School/K–12: 21

Based on four components: STAAR Final Level II,

Graduation Rate (or Dropout Rate), Graduation Diploma

Plan, and Postsecondary Readiness.

If any of the four components are not available, districts

and campuses are evaluated on the STAAR component

only.

All Components

o Districts: 60 (based on all four components)*

o High Schools/K–12: 60 (based on all four components)*

o Elementary/Middle School: n/a

No change

No change

STAAR Score: STAAR Percent Met Final Level ll on two or

more STAAR subject-area tests for All Students and

racial/ethnic student groups

Students tested on one subject area only must meet the final

Level II performance standard for that subject area. Similarly,

students tested on only two subject areas must meet the final

Level II performance standard for both subject areas.

No change


27

Index 4: Postsecondary Readiness 2015 & 2016 continued

2015 2016

Graduation Score: Combined performance across

graduation/dropout rates for:

o Grade 9–12 Four-Year Graduation Rate for ten student

groups; or

o Grade 9–12 Five-Year Graduation Rate for ten student

groups, whichever contributes the most points to the index

Ten Student Groups: All Students and each racial/ethnic group

(seven groups), Students with Disabilities, and ELLs

No change

Graduation Plan: RHSP/DAP Graduates based on Four-Year

Longitudinal Cohort: All Students and racial/ethnic groups

Graduation Plan: Two diploma-plan rates will be calculated:

1. calculation that excludes FHSP students

2. calculation that includes FHSP students

The one that gives the most points will be used.

Postsecondary Component: Annual graduates who demonstrate

postsecondary readiness in any one of three ways:

o Meeting the college-ready criteria on the TAKS exit-level

test, SAT test, or ACT test in both ELA and mathematics

o Earning credit for two advanced course/dual credit

courses

o Enrolling in a coherent sequence of two or more career

and technical education (CTE) courses as part of a four-

year plan of study.

Postsecondary Component: Annual graduates who demonstrate

postsecondary readiness in any one of three ways:

o Meeting the college-ready criteria on the TSI assessment,

SAT test, or ACT test in both ELA and mathematics

o No change

o No change

28

Index 4: Postsecondary Readiness 2015 & 2016 continued

Weighting: Combine with equal weight (25%) the results of

four components if all four are available:

o STAAR Final Level ll

o Graduation Rate

o Graduation Plan

o Postsecondary Readiness Indicator

No change

o No change

o No change

o Graduation Plan Calculation

o No change

Substitute assessments for STAAR EOC tests are included No Change

2015 2016


29

Index Targets for Non-AEA Districts & Campuses for 2015 & 2016

2015 Accountability Performance Index Targets for Non-AEA Districts and Campuses

Target Index 1 Index 2 Index 3 Index 4

All

Components

STAAR

Component Only

Districts 60 20 28 57 13

Campuses

Elementary

60

30 28 n/a 12

Middle 28 27 n/a 13

High School/K-12 15 31 57 21


2016 Accountability Performance Index Targets for Non-AEA Districts and Campuses


All

Components

STAAR

Component Only

Districts 60 5th Percentile* 5th Percentile* 60 13

Campuses

Elementary

60

5th Percentile* 5th Percentile* n/a 12

Middle 5th Percentile* 5th Percentile* n/a 13

High School/K–12 and

Elementary/Secondary5th Percentile* 5th Percentile* 60 21

30

Index Targets for AEA Districts & Campuses 2015 & 2016

2015 Accountability Performance Index Targets – AEA Charter Districts and Campuses


Both Components

Graduation/

Dropout Rate

Component Only

AEA Charter Districts and

Campuses35 7 11 33 45

2016 Accountability Performance Index Targets – AEA Charter Districts and Campuses


Both Components

Graduation/

Dropout Rate

Component Only

AEA Charter Districts and

Campuses35 5th Percentile* 5th Percentile* 33 45



31

Construction: For AEA campuses and charter districts evaluated under AEA provisions, the Index 4 score is based on two components:

STAAR scores based on the percent of students who meet the Postsecondary Readiness Standard.

Four-, five-, and six-year rates for graduates, continuing students, and GED recipients. If a graduation rate is not available, the annual dropout rate is used.

Index 4 Components for AEA Campuses and Charters Weight

STAAR Postsecondary Readiness Standard 25%

Graduation, Continuers, and GED Rate or Annual Dropout Rate 75%

AECs can also earn bonus points toward their Index 4 score. Bonus points may be awarded for the percentage of students who graduate under certain graduation plans, the percentage of students considered college-and-career ready, and an excluded students credit.


32

2016 AEA Campus Registration

AEA campus registration was open from March 28 to April 8, 2016.

Alternative education campuses (AECs) rated under 2015 AEA provisions

qualified for automatic re-registration in 2016 if they met the following

criteria:

Each campus must have at least 75% at-risk student enrollment, as verified by current-year PEIMS fall enrollment data;

For campuses with less than 75% at-risk student enrollment, prior-year PEIMS data may be used to qualify;

Each campus must have at least 50% of students enrolled in grades 6–12.

AEA registration includes dropout recovery schools.


33

2016 AEA Campus Registration

Who What

Campuses requesting AEA registration

Complete an electronic 2015-16 AEA Campus Registration Form

Campuses with less than 75% at-risk enrollment in 2015

Re-request AEA registration by completing an electronic 2015-16 AEA Campus Registration Form

AECs rescinding AEA registration

Complete an electronic 2015-16 AEA CampusRescission Form

All superintendentsNotice of AEC automatic re-registration in 2016

Notice of posted 2016 Final AEA Campus List(early May 2016)

AEA registration and rescission forms submitted via TEASE Accountability serve as official documentation and must be printed and maintained locally.


34

Distinction Designations

For 2016, distinction designations will be awarded in the following areas:

Academic Achievement in English Language Arts/Reading (campus only)

Academic Achievement in Mathematics (campus only)

Academic Achievement in Science (campus only)

Academic Achievement in Social Studies (campus only)

Top 25 Percent: Student Progress (campus only)

Top 25 Percent: Closing Performance Gaps (campus only)

Postsecondary Readiness (district and campus)

STAAR, STAAR A, and STAAR Alternate 2 results are included in the calculations used to award distinction designations.


Campus Comparison Groups (same as in 2015)

40 Similar Schools

School Type

School Size

Grade Span

Percentage Economically Disadvantaged

Mobility Rate

Percentage English Language Learners


35

Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs) evaluated under AEA provisions are not eligible for distinction designations.

A campus earns a distinction designation if it is in the top quartile of its comparison group for at least 33 percent (for high schools and K–12 campuses) or 50 percent (for elementary and middle schools) of the indicators used to award the distinction.


36


Academic Achievement in ELA/Reading: No changes from 2015

Academic Achievement in Mathematics:

Academic Achievement in Mathematics:AADD Mathematics Indicators High SchoolMiddle School /

Junior HighElementary K–12

1) Attendance rate

2) Greater Than Expected Student Growth in Mathematics

3) Grade 3 Mathematics Performance (Level III)






9) Algebra I by Grade 8 Participation

10) Algebra I Performance (Level III)

11) AP/IB Examination Participation: Mathematics

12) AP/IB Examination Performance: Mathematics

13) SAT/ACT Participation

14) SAT Performance: Mathematics

15) ACT Performance: Mathematics

16) Advanced/Dual Credit Course Completion Rate:

Mathematics

Total Mathematics Indicators 9 7 5 16


37


Academic Achievement in Science:

No changes from 2015

Academic Achievement in Social Studies:


Top 25 Percent: Student Progress:


Top 25 Percent: Closing Performance Gaps:


Postsecondary Readiness:



38


Districts and Campuses Postsecondary Readiness

Distinction designation criteria for campuses

Elementary and middle schools must have at least 50 percent of indicators in the top quartile of similar schools in their campus comparison group.

High schools and K–12 campuses must have at least 33 percent of the indicators in the top quartile.

Same as 2015, rigorous criteria are applied to school districts in order to attain a Postsecondary Readiness Distinction Designation:

Districts must have at least 70 percent of its campus-level indicators

in the top quartile.


System Safeguards

39

Safeguard Measures and Targets

Reporting for system safeguards disaggregates performance by student group, performance level, and subject area.

Performance rates are calculated from the assessment results used to calculate Index 1: Student Achievement.

2016 targets for the disaggregated system-safeguard results

o STAAR performance target corresponds to Index 1 (60)

o STAAR participation target required by federal accountability (95%)

o Federal graduation rate targets and improvement calculations for 4-year rate (88%) and 5-year rate (90%)

o Federal limit on use of the STAAR Alternate 2 assessments (1%)


40

System Safeguards

Accountability System Safeguard Measures and Targets (Non-AEAs and AEAs)

All African Amer.

Hispanic White Amer. Indian

Asian Pacific

Islander

Two or More

Races

Econ. Disadv.

Special Ed

ELLs*

Performance Rate Targets - State

Reading 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Mathematics 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Writing 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Science 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Social Studies 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Performance Rate Targets - Federal

Reading 87% 87% 87% 87% n/a n/a n/a n/a 87% 87% 87%

Mathematics 87% 87% 87% 87% n/a n/a n/a n/a 87% 87% 87%

Participation Rate Targets - Federal

Reading 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Mathematics 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Graduation Rate Target - Federal **

4-year 88% 88% 88% 88% 88% 88% 88% 88% 88% 88% 88%

5-year 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%

District Limits on Use of Alternative Assessment Results

Reading-STAAR Alt 2 1% Not Applicable

Mathematics-STAAR Alt 2 1% Not Applicable

* Both current and monitored ELLs are included in the performance rates, current ELLs only are included in the participation rates, and EVER ELLs in high school are included in the federal graduation rates.

** Federal graduation rate targets are applied to state system safeguards and include an improvement target.


System Safeguards

41

Results will be reported for any group that meets accountability minimum size criteria.

Failure to meet the safeguard target for any reported group must be addressed in the campus or district improvement plan.

Performance on the safeguard measures will be incorporated into the Texas Accountability Intervention System (TAIS).

See Accountability Monitoring website for further information: http://www.tea.state.tx.us/pmi/accountabilitymonitoring/


http://www.tea.state.tx.us/pmi/accountabilitymonitoring/

42

Community and Student Engagement

Since the 2013–14 school year, districts must evaluate community and student engagement for the district and each of their campuses and assign a rating.

Districts must assign a performance rating of Exemplary, Recognized, Acceptable, or Unacceptable based on locally-determined criteria. The performance ratings must be based on criteria developed by a local committee. The agency is not permitted to determine criteria that can be used for these evaluations.

By August 7, districts must report each rating to TEA and the public. TEA will report the performance ratings and compliance status for community and student engagement indicators reported by school districts on the agency website no later than October 1.

Locally-Determined Accountability Ratings


43

Future Accountability Ratings

Statutory Requirement for A–F Accountability Ratings

Beginning with the 2017–18 school year, TEA is required to assign ratings of A, B, C, D, or F to districts and campuses.

Preliminary options for the A–F ratings are under discussion by advisory committees. Final decisions have not been made.


Resources

2016 Accountability Developmenthttp://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/Performance_Reporting/2016_Accountability_Development_Materials/.

Accountability Rating Systemhttps://rptsvr1.tea.texas.gov/perfreport/account/.

Performance Reporting Home Pagehttp://tea.texas.gov/accountability

Performance Reporting [email protected]

Division of Performance Reporting Telephone (512) 463-9704

44


http://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/Performance_Reporting/2016_Accountability_Development_Materials/

https://rptsvr1.tea.texas.gov/perfreport/account/

http://tea.texas.gov/accountability

mailto:[email protected]

Date post:	11-Aug-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Overview of 2016 Accountability€¦ · TETN Videoconference #36664| April 21, 2016 Texas Education...

Documents